人教新目标 (Go for it) 版九年级全册Section B精品教学作业ppt课件

这是一份人教新目标 (Go for it) 版九年级全册Section B精品教学作业ppt课件，共6页。

Unit 11 Sad movies make me cry. 第5课时（教学设计）Section B 2a-2e 教学 分析What：该语篇类型是记叙文，讲述的是小男生Peter 输球后非常沮丧，但是在他父亲的鼓励和引导及团队的帮助下走出阴影、重新树立信心的故事。 Why：文章借助 Peter 受挫及如何解决问题的经历，力使读者明白“每个人都 有成长的烦恼，个人的成长需要亲人的帮助和集体的力量”。通过文本的学习指引学生今后的成长。 How：文体:阅读文本。 结构:叙事性文章的逻辑线索，讲述个人经历。 语言:本课时明线讲述了Peter 踢球失误后的经历；暗线则揭示了真正的成长离不开家人的帮助和团队的协作。阅读材料包含了丰富的词汇，再现了本单元的make语法，帮助学生巩固本单元所学的知识。同时渗透了“识别文章中的习语和词组，积累相关语言知识，提高阅读能力”的学习策略。借助时空关系和人物情绪变化及思维导图，寻找细节信息，理解文本脉络。教学 目标1.语言能力： 1.学习并掌握词汇weight;shoulder;goal;coach;encourage;nod;agreement 等； 2.通过文本阅读，梳理和概括主人公 Peter 的基本信息和情绪变化。 2.文化意识： 1.面对人生的挫折，要有乐观的生活态度； 2.个人的成长需要家人的帮助和集体的力量。 3.思维品质： 敢于承认错误， 学会以积极地态度面对和处理遇到的问题，培养自强自信的性格。 4.学习能力： 1.掌握叙事性文章的逻辑线索，讲述个人经历； 2.掌握通过了解习语和动词短语来理解文章的阅读策略。教学 重难点掌握本课时中出现的生词，词组和句型； 掌握课文文本细节内容； 总结归纳文章大意，能根据思维导图复述文章。教学 工具IWB, PPT教学 方法快速阅读法；任务型阅读法；小组合作学习教学过程教学步骤课堂活动学生活动设计意图Step 1 Lead-inGreeting. Situation creating. What happened? Have you ever made a mistake? How did it make you feel? What did you do after making a mistake? Watch a video. Tell the feelings after the Video. After that, answer the questions. 通过张丹的比赛视频创设一个真实的语境，引入课文主题What did you do after making a mistake? 引起学生对话题的关注，提高课堂积极性。 Step 2 Pre-reading Let's predict.Look at the title and the picture,finish the questions. What can you see in the picture? What does the passage may talk about? Is the author positive or negative about his team?Free talk. Tell what you think. 开启读前预测， 通过 标题和图片进一步引入话题，激发学生阅读兴趣。 Step 3 While- reading Skimming.Read the story quickly and answer the questions.Then Match each part with its main idea. Read the story and number the events in the correct order. Careful reading.Read Part 1 (para.1) and answer the questions. Q1: What did Peter think of the mistake? Q2: How did the mistake make Peter feel? Why? Fill in the chart . Read Part 2(para.2~6) carefully，then find out his father’s advice. Role-play the conversation between Peter and his father. Free talk.What do you think of Peter's father? Read Part 3(para.7~11) and answer the questions.Q:How did Peter communicate with his teammates? Fill in the chart. What's a good team spirit? Read again, Find idioms or phrases from the story to replace the underlined parts of these sentences. Read the story quickly.To know about the plot of the story. Finish 2b. Finish the tasks in Part 1.Then find out four Elements(What,When,Where,Why) Finish the tasks in Part 2. Role-play. To analyze the personalities of Peter’s father. Finish the tasks in Part 3. Work on 2d. 为了让学生更好理解文章，对文章进行梳理、整合，让学生对文章整体有一个感知，捕捉文章中关键人物和线索。 排序有助于学生探讨文本逻辑线索，进而加深对文本的理解. 分段细读，可以帮助学生更好地把握文章的细节信息、理解文章内容。Part 1找出事件的背景信息，了解 Peter 的输球事件和他沮丧的情绪。 通过阅读提取信息，总结Peter父亲的建议，补充完整建议结构图.。 通过模拟对话，进一步体会生活中事物对情绪的影响。 通过回答问题的活动，培养学生对细节信息的理解能力。 通过阅读提取有效信息，完善思维导图，梳理“足球队需要哪些特征”的知识结构图 通过3b的练习，巩固学生对本课重点词汇的理解，并培养学生根据上下文进行词义猜测的能力。效果评价学生是否通过略读感知和细读理解，正确地寻找到相关信息，并完成相关任务设定。Step 4 Post-reading Retell the story according to the mind map. Let’s talk.If Peter didn't listen to his father's words or talk to his teammates, what would happen? If you are one of Peter's teammates,what would you say to Peter?Retell the story by using the mind map. Discuss the question with partners, then share in class. 通过复述，培养学生的语篇意识以及语言能力和逻辑思维能力。 情感教育。让学生了解个人的成长离不开家人的帮助和团体的理解支持。遇到问题要明白向哪里求助。效果评价学生是否积极参与读后讨论，能否根据关键词汇使用目标语言进行故事情节梳理；能否在个人成长中关注并从容跨越难题。Step 5 Language Points Explanation T explains some knowledge points. Get the important language points.将本节重点汇总，系统讲解和分析，帮助学生学习知识点。Step5 6 ExercisesAsk Ss to finish the exercises on PPT.Finish the exercises.及时操练、消化重点知识点。Step 7 SummaryAsk Ss to work together and summarize what they have learned in this class. Summarize what they have learned in this class.总结本课所学内容， 利用将思维导图给学生进行有序的梳理。Step 8 HomeworkLevel B： 1.Master the new words and expressions learned in this lesson. 2.Find more English idioms after class. Level A： Think of your story of learning from making mistakes and write it down,then share the story next class.(50-100words).Write down.巩固课堂效果。训练学生在生活实际中运用目标语言的能力。板书设计： 教学反思： 本课主要围绕“feelings”展开，讨论事物对人的影响。在语篇主题的统领下，引导学生进行基于文本、深入文本再到超越文本的深度阅读，设计有情境、有层次、有实效的英语学习活动，通过多元和批判性思维，形成新的认知，发展学生的核心素养。